addressing bullying in schools:

8/14/2019 Addressing Bullying in Schools:

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Addressing Bullying in Schools:An Introduction to the Olweus Bullying

Prevention Program

Susan P. Limber, Ph.D.

Clemson University


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Three Components of Bullying

Is aggressive behavior that intends tocause harm or distress.

Usually is repeated over time.

Occurs in a relationship where thereis an imbalance of power or strength.


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What Is/Isnt Bullying?

Myth: Bullying is the same thingas conflict.

Reality: Any two people can have aconflict. Bullying only occurs where

there is a power imbalance.


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Type of Bullying Experienced

(NCVS 2005)

0

2

4

6

8

10

12

14

16

18

20

Type of Bullying

verbal

rumors

physical

threatened

social exclusion

property destroyed


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Key Findings About Bullying

1. Many children are involved in bullyingsituations, and most are quite

concerned about it.


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2. Bullying can seriously affect childrenwho are targeted.

Myth: Bullying isnt serious

its just a matter of kids

being kids.


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Short-Term Effects of Bullying

on Victims

Lower self-esteem

Higher anxiety and depression

More suicidal ideation

Higher rates of illness


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Bullying, School Engagement &

Academic Achievement

Bullied children are more likely to:

Want to avoid going to school Have higher absenteeism rates

Say they dislike school; receive lower grades


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3. Many children dont

report bullying

experiences to

adults.


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Reporting of Bullying to

School Staff Older children and boys are less likely to

report victimization.

Why dont children report? 2/3 of victims felt that staff responded

poorly

6% believed that staff responded verywell. (Hoover et al., 1992)


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4. Adults are not as responsive tobullying as we should be (and as

children want us to be)


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Adults Responsiveness to

Bullying Adults overestimate their effectiveness in

identifying bullying and intervening.

70% of teachers believed that adultsintervene almost all the time

25% of students agreed (Charach et al., 1995)


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Students Perceptions of Adults

Actions Among 9th grade students (Harris et al., 2002):

35% believed their teachers were

interested in trying to stop bullying (25% foradministrators)

44% did not know if their teachers wereinterested

21% felt teachers were NOT interested


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5. Bullying is best

understood as a groupphenomenon in whichchildren may play avariety of roles.

NOBULLYINGALLOWED!


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The Bullying Circle: Students Reactions/Rolesin a Bullying Situation (Olweus)

B

C

D

H

G

E

F

AStart thebullying andtake an activepart

Take an activepart, but donot startthe bullying

Support thebullying, butdo not takean active part

Like the bullying,but do not displayopen support

Watches what happens. Doesnt take a stand.

Dislike the bullyingand think theyought to help, butdont do it

Dislike the bullying,helps or try to helpthe bullied child

Bullied Student

Students who

bully

Followers

Supporters

Passive

Supporters

DisengagedOnlookers

PossibleDefenders

Defendersof the

bullied child

The The OlweusOlweus Bullying Prevention Group, 2004Bullying Prevention Group, 2004


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Peer Attitudes Toward Bullying

Most children have sympathy for bulliedchildren.

80% of middle school students felt sorryfor victims of bullying (Unnever & Cornell,2003)

But, sympathy does not always

translate into action. 64% said that other students try to prevent

bullying only once in a while or never.


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What Are Schools Doing To

Address Bullying? Nothing Awareness-raising efforts

Reporting, tracking Zero tolerance (student exclusion) Social skills training for victims of bullying Individual & group treatment for children who

bully/children who are bullied

Mediation, conflict resolution programs Curricular approaches to bullying prevention Comprehensive approaches


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The Olweus Bullying PreventionProgram IS...

Designed for ALL students

Preventive AND responsive

Focused on changing norms andrestructuring the school setting

Research-based

NOT time-limited: Requires

systematic efforts over time



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The OBPP IS NOT...

a curriculum

a conflict resolutionapproach

a peer mediation program

ananger management

program



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Goals of the OlweusBullying Prevention

Program

Reduce existing bullying problems

among students

Prevent the development of newbullying problems

Achieve better peer relations at school.



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Program Principles

1. Warmth, positive interest, andinvolvement are needed on the part ofadults in school.

2. Set firm limits to unacceptablebehavior.

3. Consistently use nonphysical,nonhostile negative consequenceswhen rules are broken.

4. Adults in the school should act asauthorities and positive role models.



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School-Level Components

1. Establish a Bullying PreventionCoordinating Committee

2. Conduct committee and stafftrainings

3. Administer the Olweus BullyingQuestionnaire

4. Hold staff discussion groups

5. Introduce the school rulesagainst bullying


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about bullying

We will not bully others.

We will try to help students who

are bullied. We will try to include students whoare left out.

If we know that somebody is beingbullied, we will tell an adult atschool and an adult at home.



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School-Level Components

6. Review and refine the schoolssupervisory system

7. Hold a school kick-off event tolaunch the program

8. Involve parents


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Classroom-Level Components

Post and enforce schoolwide rules againstbullying

Hold regular class

meetings

Hold meetings with

students parents



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Purposes of Class Meetings

Teach students about bullying, rules, relatedissues

Help students learn more about themselves,

feelings, reactions

Build a sense of community

Help the teacher learn more about classroom

culture Provide a forum for addressing and following up

on bullying issues



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Individual-Level

Components1. Supervise students activities

2. Ensure that all staff intervene on-

the-spot when bullying occurs3. Hold meetings with students

involved in bullying

4. Develop individual intervention plansfor involved students



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Community-Level

Components

Involve community members on the BPCC

Develop partnerships with community members tosupport your program

Help spread anti-bullying messages and principlesof best practice throughout thecommunity



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Recognition of the Olweus

Bullying Prevention Program Blueprint Model Program (Center for the Study

& Prevention of Violence)

Model Program (SAMHSA) Effective Program (OJJDP)

Level 2 Program (US Dept. of Education)



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For More Information

About the OBPP:

www.clemson.edu/olweus

About bullying:

www.stopbullyingnow.hrsa.gov
http://www.clemson.edu/olweushttp://www.clemson.edu/olweus

addressing bullying in schools:

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